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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Prihadi, Kususanto Ditto
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Digital media’s role in overcoming anxiety, enhancing linguistic elements and fostering motivation for developing speaking skills Syamsudin, Syamsudin; Budianto, Langgeng; Prihadi, Kususanto Ditto; Susanto, Djoko; Rohman, Abdul; Kholil, Ahmad; Firdousi, Muhammad Anwar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31931

Abstract

The qualitative study investigated the digital media impact on language learning, focusing on overcoming anxiety, enhancing linguistic elements, and fostering motivation for developing speaking skills among four English as foreign language (EFL) learners at an Islamic University in Malang, Indonesia. Through the use of observations and in-depth interviews, the study found that learners utilized various digital media such as storytelling, movies, variety shows, and song videos to aid their speaking learning process. The findings indicated that digital media played a significant role in helping learners overcome language anxiety by providing a platform for practice without direct peer interaction, thereby reducing feelings of fear and shyness. Additionally, digital media usage contributed to linguistic element enhancement, including vocabulary, pronunciation, grammar, and speaking fluency. Moreover, learners’ motivation for developing speaking skills was positively influenced by the enjoyment derived from using digital media which increased their willingness to practice speaking. The study underscores the importance of integrating digital media into EFL speaking instruction due to its potential to address language anxiety, improve linguistic elements, and foster motivation for speaking ability development. By leveraging digital media tools effectively, educators can create engaging and supportive learning milieus that provide to the diverse needs of language learners, eventually enhancing learners’ speaking skills.
Mental health of working adults: their work and their digital literacy Lim, Jia Hang; Prihadi, Kususanto Ditto; Tan, Crendy Yen Teng
International Journal of Public Health Science (IJPHS) Vol 14, No 2: June 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v14i2.25066

Abstract

The interplay between digital interactions and mental health among working adults is intensifying, driven by the pervasiveness of social media and its potential effects on psychological wellness. This research utilizes a socio-cognitive approach to explore how perceived social support (PSS), work mattering, and work self-efficacy (WSE) mediated by new media literacy (NML) influence general mental health (GMH) in a digital era. Through extensive empirical testing, the study reveals that high levels of NML can directly enhance the positive effects of PSS on GMH, bypassing the need for intermediary states like mattering and self-efficacy. This highlights the critical role of digital skills in moderating social support mechanisms and mental health, suggesting that integrating digital literacy into mental health strategies could be vital for improving workplace well-being in contemporary digitally-focused environments.
Parenting style and students’ happiness in China Satrio, Prakrisno; Wu, Lin; Cheng, Chen; Qian, Kuang; Ho, Yi Ming; Prihadi, Kususanto Ditto
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20878

Abstract

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.
Students’ intercultural helping tendency: the role of societal mattering, Model United Nations, and digital literacy Emeralda, Dee; Daniella, Deana; Dayana, Nur Raidah; Palanival, Vibushanen; Prihadi, Kususanto Ditto; Shoba, Cynthia
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.24331

Abstract

This study investigates the moderated mediation relationship between societal mattering, intercultural competence (ICC), and intercultural helping tendency (IHT) among university students. Societal mattering, reflecting individuals perceived relevance within broader societal contexts, is hypothesized to affect IHT indirectly through ICC. This research aligns with Sustainable Development Goal (SDG) 4 (quality education) and SDG 16 (peace, justice, and strong institutions) by advancing evidence on how educational experiences cultivate intercultural understanding and prosocial engagement in diverse communities. The study employs two moderators, namely Model United Nations involvement (MUNI) and new media literacy (NML), to assess their influence on these interactions. Using the G*Power sample size calculator, 97 purposively selected university students were recruited. Data collection utilized validated instruments, including the cultural intelligence scale, helping attitude scale, university mattering scale (UM-S), new media literacy scale (NMLS), and a demographic questionnaire. The data were analyzed using moderated mediation modeling with PROCESS Macro Model 76. Results indicate societal mattering indirectly impacts IHT via ICC, particularly for students with moderate or high MUNI and low NML. The findings highlight MUN value in fostering IHT and ICC, informing policies for multicultural education.
Do psychology students matter to the society? Social support and their fear of failure Anas, Farhah Fatimah Az-Zahrah MH; Luke, Shula Mathiyaal; Hakimi, Azman; Ho, Yi Ming; Prihadi, Kususanto Ditto
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21869

Abstract

The surge in demand for psychology professionals is followed by a similar rise in the intake of psychology students. Nevertheless, many psychology students suffer from the maladaptive fear that they will experience failure in their studies or future profession. Past studies suggested that their fear of failure (FOF) can be mitigated through social support, yet students across different educational levels may perceive such support differently. This research aligns with Sustainable Development Goal (SDG 3) (good health and well-being) and SDG 4 (quality education) by addressing psychological well-being and supportive learning conditions that enhance students’ academic and professional readiness. Purposive sampling was conducted to recruit 138 psychology students from all levels (Diploma, Bachelor, Master, and Doctorate) from universities in Malaysia and Indonesia. Data were collected using the online versions of the Performance Failure Appraisal Inventory, General Mattering Scale, and Multidimensional Scale of Perceived Social Support, along with demographic questions and an informed consent form. Data analysis employed the Bootstrap method at 5,000 resampling with a 95% confidence interval using PROCESS Macro Model 59 for moderated mediation. The results suggested that mattering significantly and fully mediated the contribution of perceived social support to the development of FOF, and that education level did not significantly moderate the mediation, as the effect occurred among students at all levels. Limitations and suggestions are discussed.
Co-Authors Abdul Aziz Abdul Rohman Adiati, Rosatyani Puspita Ahmad Barizi Ahmad Kholil Anas, Farhah Fatimah Az-Zahrah MH Ashok, Arman Imran Bakar, Maisarah Abu Berlian Gressy Septarini Cahyanti, Ika Yuniar Che Hasan, Abdul Hadi Cheng, Chen Daniella, Deana Dayana, Nur Raidah Djoko Susanto Emeralda, Dee Endang Retno Surjaningrum Firdousi, Muhammad Anwar Hakimi, Azman Hamim Hamim Herdina Indrijati Ho, Yi Ming Huan, Tan Li Imawati, Diana Jamaluddin, Anne Jegathesan, Anasuya Jegathevi Karananeethi, Abirami khayati, Eliya Nur Langgeng Budianto Lim, Jia Hang Luke, Shula Mathiyaal Meng Yue, Reeda Li Muhsin, Mariam Sufiah Nesan, Gaayatri Ning Wu Palanival, Vibushanen Prakrisno Satrio Purwaningrum, Evi Kurniasari Qian, Kuang Rudi Cahyono Shoba, Cynthia Sunil, Niya Treza Syaiful Mustofa Syamsudin Syamsudin Syuhadak, Syuhadak Talib, Mansor Abu Tan, Crendy Yen Teng Valina Khiarin Nisa Widayat, Iwan Wahyu Wong, Bridgette Tsin Ee Wu, Lin Wulandari, Primatia Yogi Xu, Efendy Yen Teng, Crendy Tan